School based consultation and quantitative methods o Sub specialization and

School based consultation and quantitative methods o

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School-based consultation and quantitative methods o Sub-specialization and more research information and skills Portfolio Assesments Internship – direct extension of training program, require close supervision of internship o With increased interest in doctoral training, strong need for NASP to develop separate doctoral standards and more accredited doctoral internship sites Sub-specializations o School psych among first specialties to receive approval o Most specialist-level programs are prescriptive o Sub-specialties are areas of special proficiency or competency within special of SP o More than 30 Generalist and SS prep
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o Most entry-level programs embraced a generalist orientation that drew upon knowledge and skills from educations foundations, experimental and clinical psych, special education and related fields o Issue of whether practitioners should be trained as generalists of specialists has gained attention o In the past, most psychologists with sub-specialization were clinical psychologists o An offshoot of increased number of doctoral practitioners and those with sub-specialties is the trend of SPs moving into non-school practice o Many SPs practice without doctoral degrees Continued Professional Development (CPD) Expectation of CPD o National Certification Requirement for CPD At least 75 contact hours of CPD within 3 year renewal period o Re-specialization o Post-Doctoral Study National Accreditation SP accreditation is conducted by both APA and NCATE – National Council for Accreditation of Teacher Education (NASP partnership) NASP is not an accrediting body but an affiliate of NCATE APA accreditation standards apply to professional psychology generally and are not specific to school psych programs Noticeable differences between APA and NCATE/NASP: APA’s focus is on psychological character of the program and its clear curricular and non-curricular identification with professional psychology and either S-P Model or Professional Model Paraprofessional Training – provide strong support for concept and use of paras to complement and improve the delivery of SP services
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